Questionnaire responses
The teachers who participated in this study predominantly viewed ICT as providing a pathway to enhance and add value to children’s learning. They specifically noted the way in which ICT presented opportunities to record exemplars of children’s learning, encouraging children themselves to more effectively participate in and access the learning opportunities, particularly through the visual features (photography, for example). These features also opened up possibilities for visual literacy to be promoted. They also considered that ICT could contribute to encouraging and enhancing the notion of the child as a researcher and problem solver. Several respondents described this in the following excerpts,
ICT is great for recording learning and visual representation of their [the children’s] experiences that they can access (Questionnaire).
I feel that using ICT, particularly in the documentation of learning, adds value to the learning occurring for children, parents/whanau and the teaching team. It builds research capabilities in children, building knowledge for their future learning (Questionnaire).
I feel that using ICT, particularly in the documentation of learning, adds value to the learning occurring for children, parents/whanau and the teaching team. It builds research capabilities in children and building knowledge for their future learning (Questionnaire).
It shows how we value learning, it [ICT] records learning; it often shows the many strengths and interests a child has (Questionnaire).
Encouraging children to more critically reflect upon their use of ICT was another area which several teachers identified as an example of how ICT could enhance children’s learning. The opportunities ICT created for children to review and reflect upon their work by using, for example, the digital camera, was also emphasised in these quotes,
The availability of a camera encourages children to document their learning so that they can revisit it. The children are confident using the computer for Kidpix and peer tutor each other. Using the laptop to research information with teachers makes it faster to arrive (Questionnaire).
Children are able to assess and reflect on their own learning. (Questionnaire).
[The use of ICT] allows reflection of prior learning by children and allows children to have a wider audience
(Questionnaire).
This wider audience included peers, families and local and wider communities, reflecting a socio-cultural approach to learning and teaching, creating a sense of a learning community. It was also noted how the image of the child can be made
more visible through the use of ICT. The notion of the competent child is articulated by this teacher,
Children are viewed as powerful competent learners
(Questionnaire).
Others commented how, in their experience, utilising ICT can encourage children to become more actively involved in events within the centre, creating an increased sense of ownership and belonging. One teacher explained her view in the following comment,
The children at kindergarten enjoy taking photographs to document their learning; taking ownership of events and celebrations. ICT is another tool for the children to explore the environment. By gaining skills and knowledge using ICT, the children develop an interest in communication e.g. by fax, email, telephone and post (Questionnaire).
The opportunity for children to acquire technical skills and understandings whilst engaging with ICT in purposeful ways, was also mentioned by another respondent,
It enhances children’s learning to become more knowledgeable about ICT equipment, for example mouse skills, clicking on icons, moving through and between programmes, printing, saving, editing etc. The internet also opens up the world for learning (under supervision) (Questionnaire).
Focus group responses
Several participants in the focus groups described how they actively encouraged children to utilise the equipment more critically, which contributed to enhancing their learning. The following example illustrates this approach,
Today this child was so excited that he had tied his own knot on his shoelace. Now I didn’t know that another teacher had already done it twice but this time he continued to persevere and tied it himself in the end. So I took two photos for him because I thought he might like to be in it and as I showed him the photo he looked and waited and he said, “No, you haven’t shown the knot properly.” I promptly gave him the camera and he took the shot of the actual knot. This reminded me once again about how powerful and competent children are and how we must keep this image central in our minds P. (Focus group 1).
Another teacher noted how access to ICT resources had encouraged children to become increasingly aware of the technicalities of using equipment, such as the digital camera. These experiences resulted in children developing, for example, a greater awareness of the necessary conditions for taking photos. The next passage illustrates this process,
Sometimes they look more closely at the shots they have taken and often say “I can’t see it properly I need to move in into the light”. The children then take another photo so that they can see which lighting is best J. (Focus group1).
Using the laminator was another example of how, in this teacher’s experience, children were learning about various ITC resources for a specific function. Through this they were able to know what resources were the best option or most useful to utilise when encountering a specific problem. The following experience illustrated this approach as described by this teacher,
One day a child asked to use the laminator to laminate their kite because it kept ripping where the string was attached. They noted that if they used the laminator it would strengthen the kite C. (Focus group 1).
Overall, most of these teachers in this study focused upon the ways in which ICT created opportunities for young children to take an active and collaborative role in documenting their own learning, rather than always being the one documented.
rights and notions of privacy, as articulated by one teacher who noted how she felt about publicly displaying personal information about her own interests. Including a profile of the teacher, within the children’s portfolios, is an area that is increasing in popularity as a way to relay the teacher’s voice and to create a stronger sense of collaboration between the children, their families and the teachers. Her response is depicted as follows,
We really want to have a page (in the children’s portfolios) where we talk about the teachers in the form of our interests and for some reason I feel quite private about it. It has made me more sensitive to children and what we document about them and how critical it is to enable them to be active participants in their own learning P. (Focus group1).
Another participant, believed that children have a right to have access to information and communication technologies due to their interest, just as teachers provide other possibilities related to children’s interests throughout the curriculum,
Just seeing them as legitimate citizens of society at the age they are now, then they should (have access to ICT), if they see something that interests them, then they have a right really because that information is there L. (Focus group 2).
Summary
The findings related to this theme indicated that these teachers saw ICT as offering further possibilities to enhance children’s learning, when utilised in ways that have meaning and are purposeful for young children. They also considered that children should be agents in their own learning, actively participating in and contributing to the teaching and community in which they are part of. Ensuring that the ICT resources, such as the laminator and digital camera, were available for the children to use alongside the array of other materials within the environment increased the opportunities for this to happen. Furthermore, these teachers considered that this use could support children to more critically discover learning opportunities as they arose, with skills and understandings of the technical processes involved being infused within these discoveries.